Booligal Public School 2019 Annual Report
1303
Page 1 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Introduction
The Annual Report for 2019 is provided to the community of Booligal Public School as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
School contact details
Booligal Public School Harvey St Booligal, 2711 www.booligal-p.schools.nsw.edu.au [email protected] 6993 8107
Page 2 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
School background
School vision statement
Booligal Public School provides a high quality personalised education aimed at developing the whole child through collaboration with the wider school community and school networks. The schools aim is to ensure student are resilient, independent, socially responsible and academically prepared for future learning.
School context
Booligal Public is a small rural school located in the village of Booligal 80 kilometres from the township of Hay, in the Western Riverina district. Booligal Public school actively fosters the core values of Public Education.The school is well resourced with excellent facilities for its students, including stimulating learning spaces, a well–resourced library and large playground areas. The school plays an important role in the community and is seen as a focal point for many community events. Parents, staff, students and community members share a strong sense of ownership and commitment to the ongoing development of Booligal Public School.Student enrolment numbers remain steady, with a current enrolment of 8 students. The school provides an educational service for farming children from around the Booligal district.The school has an extremely supportive and active P&C who contribute enormously to the school's programs, resources, grounds and the educational and social welfare of all students. Our school motto is Aim for our Best.Students are encouraged and given multiple opportunities to strive for excellence. to achieve personal growth and to gain skills necessary for life long learning. We are committed to the development of the whole child: Academically, culturally, physically, creatively, socially and morally. Collaboratively ,teachers , parents and members of the wider community aim to build a dynamic , positive and inclusive learning culture where all children can realise their potential..Booligal Public School benefits from equity funding, which is used to support student learning, participation in extra –curricular activities and excursions.
In order to combat our geographical and social isolation, students at Booligal Public School collaboratively learn with Carathool Public School students and Hay School of the Air students on a consistent basis allowing students with only one or two children in their stage to interact and connect with peers.
Page 3 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Self-assessment and school achievement
This section of the annual report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self–assessment using the School Excellence Framework and participated in an external validation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years, our school undergoes an external validation process.
During the external validation process, an independent panel consisting of a Principal School Leadership and a peer principal considered our evidence and assessment of our school's progress against the School Excellence Framework.
Our self–assessment and the external validation process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence
Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Delivering LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Delivering LEARNING: Assessment Working towards Delivering LEARNING: Reporting Delivering LEARNING: Student performance measures Working towards Delivering TEACHING: Effective classroom practice Working towards Delivering TEACHING: Data skills and use Delivering TEACHING: Professional standards Working towards Delivering TEACHING: Learning and development Delivering LEADING: Educational leadership Delivering LEADING: School planning, implementation and Delivering reporting LEADING: School resources Delivering LEADING: Management practices and processes Delivering
Page 4 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Strategic Direction 1
Whole Child developmemt
Purpose
To provide a student centred learning environment that engages, supports, guides and inspires all students to become independent, creative, skilled, resilient whole individuals who are self–empowered emotionally, physically, socially and academically.
Improvement Measures
Increase in the number and type of activities targeting development of the whole child.
Internal and external data shows growth across targeted KLA's.
Surveys reflect high satisfaction amongst students , parents and teaching staff in the provision of quality varied learning opportunities.
Overall summary of progress
Based on student and parent survey results specialist instruction in Robotics, Callesthenics , STEM , Ukulele/Guitar , Tennis, Food Technology and Writing/Poetry held throughout the year will continue in 2020. Students will be introduced to new concepts such as Film making and the study of Auslan sign language.
Progress towards achieving improvement measures
Process 1: Learning Opportunities
Provide all students with a variety of engaging and innovative learning opportunities across all KLAS
Evaluation Funds Expended (Resources)
Parents and students were surveyed at the end of 2019 with 100% return. Music Instructor Parents responses indicated 100% support for the learning extension program( Super Friday) with 100% support to continue the program in 2020 Dance Instructor and beyond. Activities that parents and students believed were beneficial were:STEM/STEAM group activities with peer learning and guidance . Tennis Instructor Callisthenics , Ukulele, and Tennis. Parents feedback indicated students engaged in rich conversation with them re: STEM and were looking forward STEM resources to the addition of it into the Friday program curriculum on a regular basis. Students were very positive about learning the guitar as an extension to Funding Sources: Ukulele. Benefits of integration with Hay Public School was an excellent • Equity funding ($13238.00) social opportunity for students to form friendships with a peer group external to own school environment.
Process 2: A Planned Approach
Staff and school communities collaborate to build a shared understanding and implementation of the whole child ideology which supports the educational journey of all students.
Evaluation Funds Expended (Resources)
Discussions with students, parents and instructional tutors. Individual Ukulele Teacher/Guitar teacher feedback from instructional tutors–where to next. Reflection on situational observations of student participation and development. Callisthenics instructor
Student individual goal setting evident in improved performances and skill Tennis Instructor development STEM Scope and Sequence and Staff and tutors engaged in rich discussion around progress and future needs materials for projects of the students.
Page 5 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Progress towards achieving improvement measures
swim instructors Evidence of student improvement and skill development is visible through observation and filmed/photographed routines and sequences.
Students continue to participate positively in the Super Friday program, integrating at Hay Public School with Carathool Public School. Learning is collaborative and students are involved in peer tutoring, particularly in STEM activities. The Ukulele program has been adjusted to cater to the differing musical abilities within the small group.
Process 3: Wellbeing
Students engage in targeted school programs to support their social and emotional development in preparation for life beyond primary school.
Evaluation Funds Expended (Resources)
All teachers received initial training in 'The Resilience Project' over two Funding Sources: sessions in collaboration with Hay Public School . The school purchased • ($160.00) resources to support the implementation of 'The Resilience Project' K–6,
Using The Resilience Project resources, students are involved in a range of activities that promote mindfulness, curiosity, empathy , courage, resilience, ethics and leadership. Students' perception of their personal wellbeing is measured by completing the Kids matter survey.
In 2020 the school will look at implementing the wellbeing program–Smiling Minds to support the Resilience project. Teachers will undertake professional development in Smiling Minds due to oits close connection to primary aged school students.
A specialist yoga teacher continued to be employed by the school on a weekly basis to deliver an inclusive student centred yoga program.
Staff to become more familiar with the Wellbeing Framework and are able to identify the three domains of the Wellbeing Framework Connect, Succeed and Thrive and apply these domains within the school setting
Next Steps
In 2020 Staff to embed the Wellbeing Framework applying the domains of Connect, Succeed and Thrive within the school setting
Yoga teacher employed by the school on a weekly basis to deliver an inclusive student centred yoga program.
Implementation of Smiling Minds program in support of Resilience project.
Page 6 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Strategic Direction 2
Quality Teaching and Learning
Purpose
To provide students with innovative and targeted learning opportunities which will allow them to develop deep content knowledge and an ability to learn and adapt in a school culture strongly focused on learning and the building of educational aspirations. giving them the skills to become self regulated,resourceful, responsible learners in a future focused world.
Improvement Measures
All staff members receive and provide structured collegial feedback on their teaching practices leading to supported improvement and development.
All students will demonstrate growth in Literacy and Numeracy capabilities as measured against the new progressions, external and internal school data.
Teaching and Learning programs are differentiated for individual student learning needs and contain evidence of data analysis being used to inform teaching practices.
Overall summary of progress
Teaching and Learning programs were differentiated for individual student learning needs and contain evidence of data analysis being used to inform teaching practices for student improvement.
All students have demonstrated growth in Literacy and Numeracy capabilities as measured against external and internal school data.
Teaching staff receiving and providing structured collegial feedback on their teaching practices leading to supported improvement and development will be a primary focus in 2020.
Progress towards achieving improvement measures
Process 1: Teacher Professional Learning and Collaborative Practice
Enhancing staff knowledge and skills through implementation of high quality evidence based professional learning particularly in Literacy and Numeracy.
Evaluation Funds Expended (Resources)
*SMART spelling –more suited to mainstream classes with straight years as Funding Sources: spelling programs across stages do not align. Soundwaves adopted again as • Professional Learning ($4980.00) main spelling program for a cross stage classroom due to its alignment across all years from K–6.
*Increase in teacher skill sets after completing Literacy training, evident in the increase in student writing standards.. Validated by peer teacher assessment of student narrative writing. For example a year 5 Booligal Public school student won the small school section in the Dorothea Mackellar national Poetry writing competition.
Classrooms reflect an increasingly quality learning environment with rich tasks, differentiated learning and explicit teaching. Teachers are able to to structure a lesson with an emphasis on modelled, guided and independent tasks. Formative assessment practices are developing in each classroom and are being used, in conjunction with summative assessment, to collect data and to track each students' learning growth.
Teachers will use the learning progressions as a diagnostic tool and differentiated tasks are embedded into teaching / learning programs for targeted students. Differentiation is included in all teaching / learning
Page 7 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Progress towards achieving improvement measures programs and will be consolidated and improved upon in 2020. Visible learning will be a feature of all classrooms in 2020.
Process 2: Data Reflection and Feedback
Develop staff skills and embed structures to ensure learning is data driven and based on formative assessment practices and learning progressions, targeted intervention and feedback
Evaluation Funds Expended (Resources)
Continue data collection – Weekly Spelling and Dictation test, End of Term Spelling Assessment ,Running Records –weekly years 1–5 to Identify & monitor. Daily monitoring in Mathematics of student problem solving processes checking for understanding and ability to apply appropriate strategies ensured staff are able to identify on areas that need to consolidating.
Formative assessment tasks –South Australian Spelling Test A (term 1) ,Soundwaves Diagnostic, End of term Spelling assessment based on term sound/word focus ,PAT Test: Reading Comprehension Writing samples ,PAT Reading Test: Vocabulary, SENA 1, 2 and 3 , Pre–assessment tasks –Mathematics for all topics, PATR–Mathematics provide accurate data on growth and areas requiring further consolidation.
*Professional discussion with Instructional leaders HPS about their assessment schedules to compare to Booligal. As they are an Early Action for success school assessment is very Learning Progressions focused. Further Learning Progressions training needed for teaching staff at Booligal identified.
Learning Progressions implemented. Tracking in school generated booklets for students in years 3–5 with year 1 student online continuing on from Best Start practices and in school generated, Students to be given Learning Progressions booklets in 2020 based on I can statements in line with SMART goal setting.
Anecdotal observations of student learning enables teachers to have immediate data to base future teaching around.
Process 3: Personalised Learning
Develop and deliver quality personalised student centred and self regulated learning experiences which enable students to understand how they learn and to set and achieve personal learning goals.
Evaluation Funds Expended (Resources)
Need to work towards more consistency from teaching staff in implementing SMART goals. Student learning goals approach needs to be specifically purposeful and meaningful. Need to look at examples of student learning goals and intentions at other schools. who have visible learning walls displaying a clear student centred learning approach around intentions, including WILF, WALT, WAGOLL.
Students must have ownership over their goals and must be clear about their choices.
Teachers –undertake professional learning in SMART goal setting in 2020.
Consistent evidence gathering of student work samples.
Teachers use the Quality Teaching Framework as a reference point to improve overall teaching practices in student instruction and lesson delivery.
Page 8 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Next Steps
The 2020 main focus will be Numeracy. The Booligal Public School Assessment schedule for Mathematics will be revised at the Term 1 Staff Development Day 2020. All staff will have input into the selection of standardised and internal formative and summative assessments to be undertaken mid year and end of year to provide data to inform classroom practice in Literacy and Numeracy.
Classrooms will continue to reflect an increasingly quality learning environment with rich tasks, differentiated learning and explicit teaching. Teachers will continue to structure lessons with an emphasis on modelled, guided and independent tasks. Formative assessment practices will continue to be developed in each classroom in conjunction with summative assessment, to collect data and to track each students' learning growth.
Teacher professional learning will focus on what works best strategies across all KLAs.
Targeted Teacher Professional Learning in Seven Steps to Writing.
Targeted Teacher Professional Learning in Developing Early Numeracy and Number sense.
Page 9 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Strategic Direction 3
Community Partnerships
Purpose
To improve and enhance the educational outcomes of students by working in collaborative partnerships with parents and members of the wider Booligal, Hay and Carrathool communities to positively influence student learning outcomes and wellbeing.
Improvement Measures
Increase of parent engagement in school for student learning and operational procedures.
Collaboration between students and teachers from Booligal Public school and Carathool Public school for extra–curricular opportunities continues with visible skill improvement measures.
student, staff, parent and community surveys reveal positive impacts and relationships and a united commitment for ongoing improvement and commitment towards student learning opportunities.
Overall summary of progress
Students in Years 1 and 3 completed the Kids Matter Primary student Survey R–3 which measures five aspects of wellbeing: Liking School, Feeling Safe, Social Skills, Friends and Me. Students in Year 5 completed the Kids Matter primary Student Survey with highly positive results overall.
Students continue to participate positively in the Super Friday program, integrating at Hay Public School with Carathool Public School. Learning is collaborative with a strong emphasis on peer tutoring between all stages, particularly in STEM and other Problem solving activities. The Ukulele music program has been adjusted to cater to the varying abilities within the cohort successfully.
Parents were surveyed in relation to overall school satisfaction. They felt Booligal Public School offers challenging programs for its students. Parents agree that Booligal Public School maintains a purposeful strong focus on Literacy and Numeracy All Parents are very supportive of the extra–curricular activities offered by Booligal Public School in collaboration with Carathool through the Super Friday integration program. Parents overall were very supportive of the continuation of the Super Friday program continuing with existing program and the inclusion of new activities.
Parents continue to provide transport options for Super Friday Extension program on a rostered basis which is critical to the ongoing success of the initiative.
Progress towards achieving improvement measures
Process 1: Leadership
Develop , consult and support innovative practices and shared opportunities across the learning community.
Evaluation Funds Expended (Resources)
The employment of a specialist Food Technology teacher has increased the Funding Sources: capacity of students skill acquisition in all aspects of food preparation from • School Support Funding ($11.67) year 1 to year 5. Students have established a very positive relationship with • SASS ($35692.00) the Food Technology teacher who has become an integral part of our • SASS GA Cluster ($12206.00) Booligal Learning community. All have responded positively to the structured and organised teaching style and clear learning intentions in cooking lessons.
Students participation in Operation Art resulted in 2 students having their art selected in the top 50 Touring artworks from over 1000 entries. This affiliation with Operation Art is highly valued by our students and parents. Extending our exhibition to include Carathool Public school further consolidated our strong relationship.
Page 10 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Progress towards achieving improvement measures
Both the parent SAM and the GA continue to bring a broad skill set to their positions and are invaluable assets to the school. The GA has continued to undertake the duel roles of Gardener and Yoga instructor within the school.
Process 2: Interpersonal Connections
Provide students with opportunities to make connections, develop new skills, succeed and thrive in quality programs with other small schools.
Evaluation Funds Expended (Resources)
2019 Provided our students with many opportunities to make connections, Robotics Teacher develop new skills, succeed and thrive in quality programs with other small schools. In 2019 this was consolidated with Carathool Public school , Hay Parent transport Public school and increasingly with Hay SOTA. Funding Sources: In a school with under 10 student's opportunities to participate in main stream • Equity ($13238.00) team sport based competitions have been non –existent for our students. • Socio Economic ($843.00) Recognising this, collaborative relationships have been established with neighbouring community Schools–Hay Public School, St Mary's Catholic and Hay School of the Air which has provided many opportunities for our students to participate in stage specific competitions such as Mortimer Shield, Trent Barrett shield, Paul Kelly Cup and Big Bash Cricket in 2019. Sporting collaboration with Booligal and Hay SOTA lead to the first small schools League tag team in the Mortimer Shield–this was a significant milestone for our schools clearly showing the benefits of seeking partnerships beyond the school.
As a school we have actively encouraged our students to take up opportunities due to the valuable skills they gain from participating and learning how to work with students from other cohorts. In 2019 we again partnered up with Hay Public School to compete at their annual athletics and swimming carnivals. This has continued to be a very positive decision and further fosters collaborative community relationships between the local schools.
Booligal and Hay SOTA collaborated for Robotic and Coding workshops 1 day per term in 2019. From this opportunity the students are observed applying their gained knowledge after explicit instruction successfully . The undertaking of Robotics and Coding imparts students with 21st Century learning skills to be future ready.
Process 3: Community Partnerships
Further development of collaborative local learning community between Booligal , Carathool and Hay Public.
Evaluation Funds Expended (Resources)
Students in Years 1 and 3 completed the Kids Matter Primary student Survey R–3 which measures five aspects of wellbeing: Liking School, Feeling Safe, Social Skills, Friends and Me. Students in Year 5 completed the Kids Matter primary Student Survey 4, and, again, the vast majority of responses were rated "Very True" . Students felt they belong to this school and are happy to be at school. They felt respected by their peers and teachers. Students appreciate the extra curricular opportunities offered to them, such as guitar ukulele, calisthenics, tennis through the Super Friday integration program and can see an attainment of skills across many areas. Students appreciate the inclusion of yoga and the access to other professionals with different skill sets such as writing , Robotics/coding and food technology experts.
Parents were surveyed in relation to overall school satisfaction. They felt
Page 11 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Progress towards achieving improvement measures
Booligal Public School offers challenging programs for its students. Parents agree that Booligal Public School maintains a purposeful strong focus on Literacy and Numeracy All Parents are very supportive of the extra–curricular activities offered by Booligal Public School in collaboration with Carathool through the Super Friday integration program. Parents overall were very supportive of the continuation of the Super Friday program continuing with existing program and the inclusion of new activities.
Staff indicated the professional learning undertaken with Teaching Principal Jennie Wilson and the Moulamein Literacy Den was the most beneficial professional learning undertaken in 2019 which tangible benefits for teachers and students.
Next Steps
Teaching staff and students will continue association with Moulamein Public School in 2020 undertaking further writing workshops specifically targeted at small schools.
Further collaboration with Carathool Public School and Hay SOTA in the Super Friday educational extension program and incursions/excursions.
Future Directions–New activities to the Super Friday program utilising local expertise after consultation with Teaching Principal of Carathool Public and consideration of student survey suggestions.
Continuation of access to Sporting opportunities for stage 2 and 3 students with other local learning communities–Hay Public, St Mary's, Hay SOTA.
Participation in selection Trials for Riverina Sporting teams for stage 3 students.
Participation in Debating workshops for stage 3 students.
Page 12 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Key Initiatives Resources (annual) Impact achieved this year
Low level adjustment for disability Funding Sources: The year 1 student achieved a RR 23 level of • Low level adjustment for reading at end of year one –above the disability ($12 395.00) minimum expected RR 16 reading levels. • Principal Release ($35 065.00) Year 1 student continues to assess above stage 1 expected outcomes for Numeracy with stage 2 outcomes being met in some aspects of numeracy( Addition , length, time)
Stage 1–3 students have undertaken consistent study in KEY learning areas of History/Geography
All students received targeted learning support in classrooms.Most students have shown growth of one year or more, as evidenced by progress through the Learning Progressions and through school based and standardised assessment formative( informal/formal) and summative data.
Page 13 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 4 2 3 3 Girls 6 5 4 3
Student attendance profile School Year 2016 2017 2018 2019 K 82.3 85.2 1 86.1 100 95.1 2 94.9 92.3 86.4 3 95.7 88.9 95.1 4 96.3 98.8 5 98.7 93 6 94.1 96.3 All Years 91.3 95.5 91.8 94.7 State DoE Year 2016 2017 2018 2019 K 94.4 93.8 1 93.9 93.8 92.7 2 94.1 94 93.5 3 94.1 93.6 93 4 93.4 92.9 5 93.8 92.8 6 93.4 92.5 All Years 94 93.9 93.4 92.8
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non–attendance.
Page 14 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Page 15 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Workforce information
Workforce composition Position FTE* Principal(s) 1 Classroom Teacher(s) 0.14 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 School Administration and Support Staff 0.69
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.
Workforce ATSI Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 7.20% Teachers 3.30% 2.90%
Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice.
Professional learning includes five student–free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line with school and departmental priorities.
Page 16 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Page 17 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2019 Actual ($) Opening Balance 45,583 Revenue 344,690 Appropriation 334,995 Grants and contributions 9,130 Investment income 565 Expenses -329,633 Employee related -285,641 Operating expenses -43,991 Surplus / deficit for the year 15,058
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
Page 18 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2019 Approved SBA ($) Targeted Total 0 Equity Total 13,238 Equity - Aboriginal 0 Equity - Socio-economic 843 Equity - Language 0 Equity - Disability 12,395 Base Total 303,246 Base - Per Capita 1,642 Base - Location 13,492 Base - Other 288,112 Other Total 4,018 Grand Total 320,501
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
Page 19 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
School performance - NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in NAPLAN on paper and others online. Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should be treated with care.
Literacy and Numeracy Graphs
Literacy data – The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a cohort, summary statistics or graphical representation of student performance is not available. The My School website provides detailed information and data for national literacy and numeracy testing. Go to myschool.edu.au to access the school data.
Numeracy data – The information in this report must be consistent with privacy and personal information policies. Where there are fewer than 10 students in a cohort, summary statistics or graphical representation of student performance is not available. The My School website provides detailed information and data for national literacy and numeracy testing. Go to myschool.edu.au to access the school data.
Literacy
In 2019 Booligal Public School had one student in Year 3 and three students in Year 5 participate in NAPLAN online. Due to the small cohort, Booligal Public School cannot comment upon NAPLAN data.
Numeracy
In 2019 Booligal Public School had one student in Year 3 and three students in Year 5 participate in NAPLAN online. Due to the small cohort, Booligal Public School cannot comment upon NAPLAN data.
Page 20 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Parent/caregiver, student, teacher satisfaction
Students in Years 1 and 3 completed the Kids Matter Primary student Survey R–3 which measures five aspects of wellbeing: Liking School, Feeling Safe, Social Skills, Friends and Me. The vast majority of responses were marked "Very True", indicating students feel a positive connection to their school, their teachers, their peers and themselves. Students in Year 5 completed the Kids Matter primary Student Survey 4, and, again, the vast majority of responses were rated "Very True" . Students felt they belong to this school and are happy to be at school. They felt respected by their peers and teachers. Students appreciate the extra curricular opportunities offered to them, such as guitar ukulele, calisthenics, tennis through the Super Friday integration program and can see an attainment of skills across many areas. Students appreciate the inclusion of yoga and the access to other professionals with different skill sets such as writing , Robotics/coding and food technology experts.
Parents strongly agreed to the majority of statements relating to school satisfaction. They felt Booligal Public School offers challenging programs for its students, provides good student access to computers and technology hardware and programs, however they are still frustrated by technology access through the existing satellite system. Parents agree that Booligal Public School maintains a focus on literacy and numeracy and that the school is a friendly and welcoming school that is tolerant and accepting of all students. Quality Teaching and Student Engagement statements were mostly strongly agreed with, with parents stating the learning their child/children does at school is important and interesting, with individual student needs catered for. Most Parents are very supportive of the extra–curricular activities offered by Booligal Public School in collaboration with Carathool through the Super Friday integration program. Parents were also very supportive of increasing interaction with Hay School of the Airf or incursions and excursions to broaden social .academic and sporting opportunities. Parents overall were very supportive of the continuation of the Super Friday program continuing with existing program and the inclusion of new activities.
Staff valued the many effective practices existing at Booligal Public School. Staff felt that Booligal Public school strives to provide engaging activities to students through varied quality teaching programs catering for the specific needs of individual students. Staff indicated the professional learning undertaken with Teaching Principal Jennie Wilson and the Moulamein Literacy Den was the most beneficial professional learning undertaken in 2019 which tangible benefits for teachers and students. Staff indicated the three most successful school and community activities that improved student learning outcomes were the Super Friday program, the access to a broader Literacy community through Deniliquin Network( Moulamein Public School ) and the employment of external teaching staff with expertise in Writing , Food Technology and and Robotics and Coding.
Page 21 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Page 22 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020
Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
Aboriginal Education and Aboriginal perspectives are implemented across all Key Learning Areas K–6 when applicable at Booligal Public School. All children demonstrate an understanding and knowledge of the Aboriginal culture and history through their engagement with the curriculum and whole school events.
Students are immersed in the Aboriginal culture via the curriculum through the teaching of Aboriginal perspectives.
Units of work provide ideal opportunities for children to make informed judgments and inferences about situations and early Australian history. Specific initiatives that highlight Aboriginal education and raise awareness of Aboriginal history and culture in Australian focus on the celebration of NAIDOC week at school with participation in a variety of activities which endeavour to acknowledge and explore the traditional indigenous customs and culture and acknowledgement of Country by students and teachers at annual school assemblies and special occasions.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
Booligal Public School promotes to all children tolerance and respect for all cultures through an integrated curriculum. Learning experiences foster student understanding of cultural diversity, racism and active citizenship within a democratic,multicultural society. Booligal Public School celebrates Harmony day recognising Cultural Diversity and promotes the ethos Everybody Belongs at all times.
Page 23 of 23 Booligal Public School 1303 (2019) Printed on: 31 May, 2020